Professional Learning Community: Increasing Teacher Efficacy

for Student Success

Cathleen M. Benedict

Rutgers University

Ed.D. Cohort 2010

Main Research Question:

What happens when the members of a fourth grade team transition from meetings based primarily on information distribution and administrative tasks to meetings where topics are driven by data and organized within the dimensions of a professional learning community?

Subquestions:• What factors internal to the group and the broader

school culture influence the transition?

• What changes occur for the teachers as a result of their participation?

Theoretical Framework, part 1In

itiati

on

-decision to adopt change based on research of quality and effectiveness

-decision to proceed with change

-identification of advocates and stakeholders

Impl

emen

tatio

n -administrators set supportive conditions and understand the change

-clarity exists-teachers understand the change in relation to practice (felt need)

-collaborative practices are evident

Insti

tutio

naliz

ation

-administrators and stakeholders remain positive and willing to make adjustments as needed

-all understand the process is not linear

EDUCATIONAL CHANGE THEORY

Identified through my research in a Teacher Leadership Concentration Required Class

…part 2

Andragogy

Adults enact a self-

directedness toward their

learning.

Life experiences can provide a basis for learning.

Adults are interested in learning that

has immediate relevancy.

Adult learning is problem-centered.

ADULT LEARNING THEORY

Identified through my research in an Ed.D. Core Class

Context: Suburban elementary school

Research Design

Data Collection:interviews-beginning and end of study; audio recorded and transcribed

survey-beginning and end of study

PLC framework implemented; meetings audio recorded and transcribed

artifacts and documents

Sample: Grade 4

Instructional Team

3 general education teachers

1 reading specialist

1 basic skills instructor

vice-principal

1. StudyData Analysis

2. Select Change old strategies;

identify research-based

practices

3. PlanIdentify

criteria for ensuring

proficiency4. Implementation

Teach and collect agreed upon evidence

5. AnalyzeExamine

student work and discuss

lesson effectiveness

6. AdjustReflect on

implications arising from student work

Professional Teaching and Learning Cycle

Hipp and Huffman, 2010

Impact on Student Achievement, part 1

Grade Level Partially Proficient

Proficient(P&AP)

Advanced Proficient

3 16% 84% 9%

4 4% 96% 32%

5 18% 82% 18%

NJ Assessment of Skills and Knowledge Language Arts, Spring 2013

Language Arts

Partially Proficient

Proficient Advanced proficient

Spring 2012 5% 95% 20%

Spring 2013 4% 96% 32%

…part 2

“I am confident that the work of the Grade 4 PLC had a positive effect on the students’ performance on the NJASK assessment. The students showed significant improvement in their ELA scores from the previous year. Also, 32% of the fourth grade students scored advanced proficient which was the highest percentage from previous years in any of the elementary grade levels. Witnessing such growth has inspired us all in continuing to work with our PLC to increase student achievement. I am proud to have been part of such a dynamic PLC and look forward to working alongside them this year.”

Grade 3-4 NJ ASK Comparison Before and After PLC Implementation

Thoughts from our vice principal…

Professional Impact • Present Teacher Leader of the Grade 4 Instructional Team

• Teacher liaison between the District Level Teacher Evaluation Advisory Committee and the School Improvement Panel

• Facilitator of professional development sessions

• My study allowed me to bring classroom practitioners and administrators together-we identified an instructional need and shared a goal directly related to the CCSS

• Administrators are currently attempting to implement the PLC framework in other grade levels…and asking for my input!